Push or pull? Unpacking the social compensation hypothesis of Internet use in an educational context

Grieve, Rachel; Kemp, Nenagh; Norris, Kimberley; Padgett, Christine

doi:10.1016/j.compedu.2017.02.008

Cited by 30 publications

(32 citation statements)

References 46 publications

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“…Various benefits have been mentioned for online learning including flexibility in terms of when the work is undertaken (Keengwe & Kidd, 2010;Northrup, 2009), allowing students to take decisions about when and what they learn (Kemp & Grieve, 2014). In addition, research has indicated that online learning is pedagogically promising, because it encourages deeper learning due to its selfpaced and student-centred approach (Grieve et al, 2017;Ituma, 2011). Furthermore, the separation of the instructor from students in online learning is reported to cause a sense of isolation among students (Palloff & Pratt, 1999).…”

Section: Online Learningmentioning

confidence: 99%

Efficiency of flipped classroom with online-based teaching under COVID-19

Tang

Abuhmaid

Olaimat

et al. 2020

Interactive Learning Environments

302

178

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Due to the spread of COVID-19 worldwide, a large number of universities had to close their campuses. To maintain teaching and learning during this disruption to the traditional teaching, most universities have adopted online teaching model. The current study aimed at investigating the efficacy of various online teaching modes as well as comparing a proposed combined model of online and flipped learning to other online and traditional models. The Learning under COVID-19questionnaire was designed and administered to undergraduate engineering students at Chengdu University of Information Technology (CUIT). The questionnaire included five parts: demographic questions, frequencies of online courses, types of online courses, the communication and Q&A in online classes and the effect of online classes, as well as the effect of combined model learning. The results of the study showed that, students were dissatisfied with online learning in general, and they were especially dissatisfied with the communication and Q&A modes. In addition, the combined model of online teaching with the flipped learning improved students' learning, attention, and evaluation of courses.

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Section: Online Learningmentioning

confidence: 99%

Efficiency of flipped classroom with online-based teaching under COVID-19

Tang

Abuhmaid

Olaimat

et al. 2020

Interactive Learning Environments

302

178

View full text Add to dashboard Cite

show abstract

“…Nestes casos, a efetiva sensação de proximidade transacional percebida pelos alunos é mais relevante para o processo de aprendizagem que a distância geográfica entre aluno e professor (Tori, 2010). O que torna o ensino online pedagogicamente promissor por incentivar a uma aprendizagem mais profunda devido a estar centrado no aluno (Grieve, Kemp, Norris, & Padgett, 2017).…”

Section: Ensino Onlineunclassified

The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions

Ribeirinha

Silva

2021

publicaciones

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This work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes.

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“…An online pedagogy is an approach that facilitates the delivery of an online course in an online learning environment using information and communication technology. An online pedagogy insists learner-centered approach and implements active learning activities (Grieve et al, 2017;O'Neil & Fisher, 2008). Pelz (2010) mentioned that online learner has to spend engaged with the content in the learning process.…”

Section: Online Pedagogy Modelmentioning

confidence: 99%

Effectiveness of Online Learning When Implementing Collaborative Online Learning In Flipped Classroom

Thien

2021

TSSJ

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The COVID 19 pandemic has forced schools, Universities to deliver courses in online learning environments. Finding an effective online learning model is crucial for online teachers to design, develop, and deliver an online course. This research has been conducted to analyze the online learning activities through using collaborative online learning in the flipped classroom for the students at the college level. Data have been gathered through an online questionnaire and it was sent to 300 first-year students in the department of electronic and electrical engineering attending physics courses at Cao Thang Technical College. Cronbach’s Alpha is applied to evaluate the reliability and internal consistency of the associated factors. The exploratory factor analysis is performed to extract the variables and measure the factor loading in this study. Nine factors have been found to evaluate the effectiveness of collaborative online learning with flipped classroom, including goal and learning outcome (GLO), assessment strategy (AS), learning task (LT), course content (CC), learning resource materials (LRM), collaborative online learning (COL), types of interactions (ToI), types of presence (ToP), problem-solving task in post-class (PST-PC). The relationship between the dependent variable and independent variables is determined by using the linear regression model. The results show that nine independent variables were used in the study viz. GLO, AS, LT, CC, LRM, COL, ToI, ToP, and PST-PC positively impact students’ satisfaction and further students’ satisfaction positively impact the effectiveness of online learning (EOL).

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Push or pull? Unpacking the social compensation hypothesis of Internet use in an educational context

Cited by 30 publications

References 46 publications

Efficiency of flipped classroom with online-based teaching under COVID-19

Efficiency of flipped classroom with online-based teaching under COVID-19

The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions

Effectiveness of Online Learning When Implementing Collaborative Online Learning In Flipped Classroom

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